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在一次县优质课筛选赛中,一青年教师执教了人教版五年级的“因数与倍数”一课,课中学生通过自主探索、交流汇报,教师顺理成章地归纳了12的因数:因为3×4=12、2×6=12、1×12=12,所以12的因数有1、2、3、4、6、12。但有个虎头虎脑的男孩突兀抛出一句:“0.3×40也等于12,所以12的因数应该还有0.3、40。”这位青年老师忙接茬说:“某同学的思维有创意!但我们在研究因数与倍数时,所说的数是指非零的整数,不包括小数与分数”。
In a county high-quality screening contest, a young teacher coached PEP fifth grade “factor and multiple ” class, students through self-exploration, exchange of reports, teachers logical summed up the factor of 12 because: 3 × 4 = 12, 2 × 6 = 12, 1 × 12 = 12, so the factors of 12 are 1,2,3,4,6,12. But there is a tiger tiger brain abrupt thrown a sentence: “0.3 * 40 also equal to 12, so the factor of 12 should still have 0.3, 40. ” The young teacher busy succession said: “a student’s thinking creative! But when we study factors and multiples, we mean non-zero integers, excluding fractions and fractions. ”